English/Language Arts Common Core 8th grade:
Reading Literature 1: Cite the textual evidence that most supports the analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Literature 2: Determine a theme or central idea of a text and analyze its develop over the course of the text, including its relationship to the characters, settings, plot; provide an objective summary of the text.
Reading Listening 10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
Speaking Listening 5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
8th grade Common Core Mathematics:
8.SP Construct and interpret scatterplots for bivariate data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear and nonlinear associations.
8.EE Know and apply the properties of integer exponents to generate equivalent exponential expressions.
8th grade Essential Standards for Music:
8.ML.3.2 Construct short pieces within specified guidelines, using a variety of traditional and nontraditional sound, notational, and 21st Century technological sources.
8.CR.1.2 Understand the relationships between music and concepts from other subject areas.
8th grade Essential Standards for Social Studies:
8.H.1.1 Construct historical narratives to explain events or issues.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.3 Understand the factors that contribute to change and continuity in North Carolina and the United States.
8.C.1.2 Summarize the origin of beliefs, practices and traditions that represent various groups in North Carolina and United States.
Objectives
Students will demonstrate their understanding of the text on four levels- factual, interpretitive, critical and personal.
Students will work collaboratively to create authentic products to reflect understanding of theme and historical context of the time.
Students will generate representative data to demonstrate comprehension of exponential growth.
Learning Activities
Glogster is the final assessment.
Voki Assignment
Language Arts– Using a class set of the book Fever 1793 by Laurie Halse Anderson, read the text and discussing the spread of disease and the causes and effects of this disease in the context of time period and culture. Supplemental non-fiction materials like news articles on yellow fever will be used as well to work on skill building with nonfiction reading strategies. Students will have a final piece of their project for this section using summarization where they will create a 60 second broadcast or newscast via Voki that explains the main points of the text and the causes and effects of events in the text.
Yodio Assignment
Math – Using sample data from the Center for Disease Control and then generated data, students will look first at the patterns generated from the data and determine how to create a recursive rule, function rule, graph and contextual report about their findings. Then they will research from a pre-selected list on different events in the past century that could or could not be either epidemics or pandemics. Students will then collaboratively use Yodio to build a case for or against their selected event being an epidemic or pandemic. The Yodio will be embedded on their Glogster as part of their final project.
Audacity Assignment
Students will work in small groups to create a layered composition using Audacity. They will hear an example as a model.
1. In groups of three or four, students will compose ostinati (an ostinato is a short melodic pattern that repeats throughout a musical work) to create a musical composition of layers. Their compositions will have at least four layers and fit together in a musically affective way. The composition must be at least 45 seconds long.
2. They will then use either lines from the book, or information about yellow fever to write lyrics to the ostinati.
3. They will use Audacity to record the ostinati one by one. The students will sing each part either together (in unison) OR they may choose to each take a part and record them as solo.
4. They will then save their Audacity file and upload it to their final Glogster project.
Integration of App/Tool
Glogster: collaborate with your group to create a document including your Audacity file, Voki, and Yodio file, plus other information to support your research
Voki: create a newscast describing causes and effects of the epidemic and clearing up 18th century misconceptions about Yellow Fever
Yodio: use pictures and audio bites to evaluate whether it is or is not an epidemic/pandemic
Audacity: create a layered composition using ostinati and use lyrics about Yellow Fever
Collaboration
Synchronous Collaboration- will include small group within the classroom and whole group within the classroom setting.
Asynchronous Collaboration- will occur via moodle spaces and wiggio.
ISTE NETS-T
ISTE 1:Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
ISTE 2: Students use digital media and environements to communicate and to work collaboratively, including at a distance to support individual learning and to contribute to the learning of others.
ISTE 3: Students apply digital tools to gather, evaluate, and use information.
ISTE 4: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
ISTE 5: Students understand human, cultural, and ethical behavior related to technology and practice legal and ethical behavior.
Assessment
This glogster is a processing assignment to serve as a final evaluation for the Yellow Fever unit. Students will create a group glog that will include a sound file from audacity, a yodio presentation, a voki file and facts gained from class research and other activities.
Fever 1793 by Laurie Halse Anderson
Computers with online access (and Audacity program downloaded)
Microphones
Audacity program
Spreadsheet program, such as Microsoft Excel
Cell phones (can also use a landline phone or can use website)
Value Beyond the Classroom
Familiarity with applications and Web 2.0 tools
Will help students transfer new material into meaningful learning.
Will prepare students to analyze and reflect on online sources and nonfiction resources.
Fever 1793 Unit
Curriculum Standards
English/Language Arts Common Core 8th grade:Reading Literature 1: Cite the textual evidence that most supports the analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Literature 2: Determine a theme or central idea of a text and analyze its develop over the course of the text, including its relationship to the characters, settings, plot; provide an objective summary of the text.
Reading Listening 10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
Speaking Listening 5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
8th grade Common Core Mathematics:
8.SP Construct and interpret scatterplots for bivariate data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear and nonlinear associations.
8.EE Know and apply the properties of integer exponents to generate equivalent exponential expressions.
8th grade Essential Standards for Music:
8.ML.3.2 Construct short pieces within specified guidelines, using a variety of traditional and nontraditional sound, notational, and 21st Century technological sources.
8.CR.1.2 Understand the relationships between music and concepts from other subject areas.
8th grade Essential Standards for Social Studies:
8.H.1.1 Construct historical narratives to explain events or issues.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.3 Understand the factors that contribute to change and continuity in North Carolina and the United States.
8.C.1.2 Summarize the origin of beliefs, practices and traditions that represent various groups in North Carolina and United States.
Objectives
Students will demonstrate their understanding of the text on four levels- factual, interpretitive, critical and personal.Students will work collaboratively to create authentic products to reflect understanding of theme and historical context of the time.
Students will generate representative data to demonstrate comprehension of exponential growth.
Learning Activities
Glogster is the final assessment.
Voki AssignmentLanguage Arts– Using a class set of the book Fever 1793 by Laurie Halse Anderson, read the text and discussing the spread of disease and the causes and effects of this disease in the context of time period and culture. Supplemental non-fiction materials like news articles on yellow fever will be used as well to work on skill building with nonfiction reading strategies. Students will have a final piece of their project for this section using summarization where they will create a 60 second broadcast or newscast via Voki that explains the main points of the text and the causes and effects of events in the text.
Yodio Assignment
Math – Using sample data from the Center for Disease Control and then generated data, students will look first at the patterns generated from the data and determine how to create a recursive rule, function rule, graph and contextual report about their findings. Then they will research from a pre-selected list on different events in the past century that could or could not be either epidemics or pandemics. Students will then collaboratively use Yodio to build a case for or against their selected event being an epidemic or pandemic. The Yodio will be embedded on their Glogster as part of their final project.
Audacity Assignment
Students will work in small groups to create a layered composition using Audacity. They will hear an example as a model.
1. In groups of three or four, students will compose ostinati (an ostinato is a short melodic pattern that repeats throughout a musical work) to create a musical composition of layers. Their compositions will have at least four layers and fit together in a musically affective way. The composition must be at least 45 seconds long.
2. They will then use either lines from the book, or information about yellow fever to write lyrics to the ostinati.
3. They will use Audacity to record the ostinati one by one. The students will sing each part either together (in unison) OR they may choose to each take a part and record them as solo.
4. They will then save their Audacity file and upload it to their final Glogster project.
Integration of App/Tool
Glogster: collaborate with your group to create a document including your Audacity file, Voki, and Yodio file, plus other information to support your researchVoki: create a newscast describing causes and effects of the epidemic and clearing up 18th century misconceptions about Yellow Fever
Yodio: use pictures and audio bites to evaluate whether it is or is not an epidemic/pandemic
Audacity: create a layered composition using ostinati and use lyrics about Yellow Fever
Collaboration
Synchronous Collaboration- will include small group within the classroom and whole group within the classroom setting.Asynchronous Collaboration- will occur via moodle spaces and wiggio.
ISTE NETS-T
ISTE 1:Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.ISTE 2: Students use digital media and environements to communicate and to work collaboratively, including at a distance to support individual learning and to contribute to the learning of others.
ISTE 3: Students apply digital tools to gather, evaluate, and use information.
ISTE 4: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
ISTE 5: Students understand human, cultural, and ethical behavior related to technology and practice legal and ethical behavior.Assessment
This glogster is a processing assignment to serve as a final evaluation for the Yellow Fever unit. Students will create a group glog that will include a sound file from audacity, a yodio presentation, a voki file and facts gained from class research and other activities.Our Group Glog
rubric
Materials/Resources
Fever 1793 by Laurie Halse AndersonComputers with online access (and Audacity program downloaded)
Microphones
Audacity program
Spreadsheet program, such as Microsoft Excel
Cell phones (can also use a landline phone or can use website)
Value Beyond the Classroom
Familiarity with applications and Web 2.0 toolsWill help students transfer new material into meaningful learning.
Will prepare students to analyze and reflect on online sources and nonfiction resources.
Lesson Development Resources/Citations
College of Wooster Audacity Projects Page: https://wiki.wooster.edu/display/itdocumentation/Audacity
Make a Mashup With Audacity from WikiHow.com: http://www.wikihow.com/Make-a-Mashup-With-Audacity
Mark Brumley explains how to embed a Voki in Glogster: http://www.youtube.com/watch?v=7cHYN3hDMcM